ASSESSMENT FOR TRANSFORMATIVE LEARNING PROCESS OF TEACHERS IN TEACHERS FOR LOCAL DEVELOPMENT PROJECT: AN APPLICATION OF USING LATENT CLASS ANALYSIS การประเมินกระบวนการเรียนรู้เพื่อการเปลี่ยนแปลงของครูในโครงการ ครูเพื่อพัฒนาท้องถิ่น: การประยุกต์ใช้การวิเคราะห์กลุ่มแฝง
Article Sidebar
Main Article Content
Abstract
The purposes of this research was to analyze levels and latent class according to transformative learning process of Teachers for Local Development Project. The sample were 691 teachers in TLD project. Data were collected by a 5-point rating scale about transformative learning process. It had content validity, construct validity, discrimination, and reliability. The data were then analyzed by latent class analysis. The research findings were as followed:
1. The teachers had levels of transformative learning process for the overall at a high level. When considering each aspect, it was found that 1) assessment of conceptual differences in mind (M = 4.255, SD = 0.476), 2) knowledge sharing for creating new alternatives and learning (M = 4.203, SD = 0.485), 3) planning of preparing for creating new roles (M = 4.087, SD = 0.522), and 4) creating and integrating competencies with knowledge and experience by new perspective (M = 3.847, SD = 0.439). It also had coefficient of variation between 11.192 - 12.782.
2. The analysis of latent class according to transformative learning process of teachers in TLD project. The results revealed that latent class could be divided into 4 groups as follow: 1) the realizing for transformation (M = 3.089-3.346, SD = 0.044-0.057), 2) the deciding for transformation (M = 3.659-3.922, SD = 0.026-0.069), 3) the acceptance for transformation (M = 3.842-4.339, SD = 0.042-0.075), and 4) the behavior for transformation (M = 4.254-4.739, SD = 0.023-0.040).
Article Details
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Anussornrajakit, H. (2013). Transformative learning process for improvement of early childhood teachers. Chanthaburi: Rambhai Barni Rajabhat University. [in Thai]
Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformational theory. San Francisco, CA: Jossey-Bass.
Mezirow, J. (2003). Transformative learning as discourse. Journal of transformative Education, 1(1), 58-63. DOI: 10.1177/1541344603252172
Mezirow, J. (2012). Learning to think like an adult: core concepts of Transformation Theory. In E. W. Taylor & P. Cranton (Eds.), The handbook of transformative learning: theory, research, and practice (pp. 73-95). San Francisco, CA: Jossey-Bass.
Network of Teacher Production and Development Institution in Lower Northern Region. (2018). Business Plan of Network of Teacher Production and Development Institution in Lower Northern Region (2018-2025). Phitsanulok: Naresuan University.
Soper, D. S. (2020). A-priori sample size calculator for structural equation models [Software]. Available from http://www.danielsoper.com/statcalc/calculator.aspx?id=89
Taylor, E. W. (2000). Analyzing research on transformative learning theory in learning as transformative: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.